Comparison between Video Podcasts and Traditional Learning in Osteoporosis for Orthopedic Resident Physicians During the COVID-19 Pandemic in Thailand
Keywords:Video podcasts, e-learning, osteoporosis, metabolic bone disease, residency training, hybrid learning
Purpose: The coronavirus pandemic has posed challenges for medical education, including the loss of lecture hours. Resident physicians were offered video podcasts to compensate for the loss of lecture hours but without proven efficacy. This study aimed to investigate the effectiveness of video podcasts related to osteoporotic and metabolic bone diseases during residency training.
Methods: Orthopedic residents were voluntarily allocated to the video podcast or traditional group. Twenty-two video podcasts covering major topics in osteoporosis and metabolic bone diseases were developed by experts and offered to the podcast group. Each podcast was approximately 20-30 minutes long. Pre- and post-exposure examinations, comprising 60 multiple-choice questions, were conducted and compared. Confidence, perceived ability, and preferences were assessed using questionnaires.
Results: A total of 37 residents were recruited, 18 in the video group and 19 in the traditional group. With numerically lower pre-test scores (47.59%±9.77% in the video group, 53.95%±9.77% in the traditional group, p = 0.056), students in the video group significantly outperformed the traditional group in the post-test (89.81%±3.83% and 76.93%±10.92%, p < 0.001). Junior residents watching videos scored higher than senior residents. Videos led to a greater gain in confidence and perceived ability. However, students still preferred live lectures to videos.
Conclusions: This study showed greater performance scores and confidence when using video podcasts, with junior residents improving more with podcasts. We suggest providing supplemental video podcasts in non-surgical-based subspecialties during the early training years as a supplement during the pandemic and a new normal residency training method.
Del Rio C, Malani PN. 2019 novel coronavirus—important information for clinicians. JAMA 2020;323:1039-40. DOI: https://doi.org/10.1001/jama.2020.1490
Sahi PK, Mishra D, Singh T. Medical education amid the COVID-19 pandemic. Indian Pediatr 2020;57:652-7. DOI: https://doi.org/10.1007/s13312-020-1894-7
Nieder GL, Borges NJ, Pearson JC. Medical student use of online lectures: exam performance, learning styles, achievement motivation and gender. Med Sci Educ 2011;21:222-8. DOI: https://doi.org/10.1007/BF03341711
McNulty JA, Hoyt A, Chandrasekhar AJ, et al. A three-year study of lecture multimedia utilization in the medical curriculum: Associations with performances in the basic sciences. Med Sci Educ 2011;21:29-36. DOI: https://doi.org/10.1007/BF03341591
Spickard A, 3rd, Alrajeh N, Cordray D, et al. Learning about screening using an online or live lecture: Does it matter?. J Gen Intern Med 2002;17:540-5. DOI: https://doi.org/10.1046/j.1525-1497.2002.10731.x
Cardall S, Krupat E, Ulrich M. Live lecture versus video-recorded lecture: Are students voting with their feet?. Acad Med 2008;83:1174-8. DOI: https://doi.org/10.1097/ACM.0b013e31818c6902
Otter RR, Seipel S, Graeff T, et al. Comparing student and faculty perceptions of online and traditional courses. Internet High Educ 2013;19:27-35. DOI: https://doi.org/10.1016/j.iheduc.2013.08.001
Paegle RD, Wilkinson EJ, Donnelly MB. Videotaped vs traditional lectures for medical students. Med Educ 1980;14:387-93. DOI: https://doi.org/10.1111/j.1365-2923.1980.tb02389.x
Schreiber BE, Fukuta J, Gordon F. Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial. BMC Med Educ 2010;10:68. DOI: https://doi.org/10.1186/1472-6920-10-68
Ramlogan S, Raman V, Sweet J. A comparison of two forms of teaching instruction: Video vs. live lecture for education in clinical periodontology. Eur J Dent Educ 2014;18:31-8. DOI: https://doi.org/10.1111/eje.12053
Barteit S, Guzek D, Jahn A, et al. Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review. Comput Educ 2020;145:103726. DOI: https://doi.org/10.1016/j.compedu.2019.103726
Napoli N, Elderkin AL, Kiel DP, et al. Managing fragility fractures during the COVID-19 pandemic. Nat Rev Endocrinol 2020;16:467-8. DOI: https://doi.org/10.1038/s41574-020-0379-z
Vasilopoulos T, Chau DF, Bensalem-Owen M, et al. Prior podcast experience moderates improvement in electroencephalography evaluation after educational podcast module. Anesth Analg 2015;121:791-7. DOI: https://doi.org/10.1213/ANE.0000000000000681
Boster FJ, Meyer GS, Roberto AJ, et al. Some effects of video streaming on educational achievement this project was supported by a contract from united learning corporation, now discovery education. Commun Educ 2006;55:46-62. DOI: https://doi.org/10.1080/03634520500343392
Boster FJ, Meyer GS, Roberto AJ, et al. The impact of video streaming on mathematics performance. Commun Educ 2007;56:134-44. DOI: https://doi.org/10.1080/03634520601071801
Griffin DK, Mitchell D, Thompson SJ. Podcasting by synchronising PowerPoint and voice: What are the pedagogical benefits?. Comput Educ 2009;53:532-9. DOI: https://doi.org/10.1016/j.compedu.2009.03.011
Kalludi S, Punja D, Rao R, et al. Is Video podcast supplementation as a learning aid beneficial to dental students?. J Clin Diagn Res 2015;9:CC04-7. DOI: https://doi.org/10.7860/JCDR/2014/14428.6944
Stephenson JE, Brown C, Griffin DK. Electronic delivery of lectures in the university environment: An empirical comparison of three delivery styles. Comput Educ 2008;50:640-51. DOI: https://doi.org/10.1016/j.compedu.2006.08.007
McCombs S, Liu Y. The efficacy of podcasting technology in instructional delivery. IJTTL 2007;3:123-34.
Kay RH. Exploring the use of video podcasts in education: A comprehensive review of the literature. Comput Hum Behav 2012;28:820-31. DOI: https://doi.org/10.1016/j.chb.2012.01.011
Brockfeld T, Müller B, Laffolie Jd. Video versus live lecture courses: a comparative evaluation of lecture types and results. Med Educ Online 2018; 23: 1555434. DOI: https://doi.org/10.1080/10872981.2018.1555434
Pi Z, Hong J. Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case. Innov Educ Teach Int 2016;53:135-44. DOI: https://doi.org/10.1080/14703297.2015.1060133
Chin A, Helman A, Chan TM. Podcast use in undergraduate medical education. Cureus 2017;9:e1930. DOI: https://doi.org/10.7759/cureus.1930
Azlan CA, Wong JHD, Tan LK, et al. Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic - A case study from Malaysia. Phys Med 2020;80:10-6. DOI: https://doi.org/10.1016/j.ejmp.2020.10.002
Hong J, Heikkinen J, Blomqvist K. Culture and knowledge co‐creation in R&D collaboration between MNCs and Chinese universities. Knowl Process Manag 2010;17:62-73. DOI: https://doi.org/10.1002/kpm.342
Kim TH, Kim JS, Yoon HI, et al. Medical student education through flipped learning and virtual rotations in radiation oncology during the COVID-19 pandemic: a cross sectional research. Radiat Oncol 2021;16:204. DOI: https://doi.org/10.1186/s13014-021-01927-x
Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990;65:S63-7. DOI: https://doi.org/10.1097/00001888-199009000-00045
How to Cite
Copyright (c) 2022 The Royal College of Orthopaedic Surgeons of Thailand
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.